The data and analysis on this page is from 2019. View and download the most recent policy data and analysis on Principal Effectiveness in Arkansas from the State of the States 2022: Teacher and Principal Evaluation Policies report.
The state should meaningfully assess principal performance. This goal remained consistent between 2017 and 2019.
Objective Student Growth Measures: Arkansas does not require that student growth play a role in a principal's evaluation rating.
Link to Teacher Effectiveness/Instructional Leadership: Beginning during the 2019-2020 school year, Arkansas principals will be evaluated based on Professional Standards for Educational Leaders, which include Professional Capacity of School Personnel. Key indicators are:
Rules Governing Educator Support and Development http://www.arkansased.gov/public/userfiles/Educator_Effectiveness/Educator_Support_and_Development/Educator_Support_and_Development_-_Rules_for_TESS_and_LEADS.2018.pdf National Policy Board for Educational Administration (2015). Professional Standards for Educational Leaders 2015. Reston, VA: Author. LEADS 2018 Quick Reference Draft http://www.arkansased.gov/public/userfiles/HR_and_Educator_Effectiveness/HR_EducatorEffectiveness/Infographic_RN_2_Final_1.pdf Staff Leadership Survey--Form E http://www.arkansased.gov/public/userfiles/HR_and_Educator_Effectiveness/Principal_Evaluation/LEADS%20Forms/Form%20E_AR%20LEADS_Staff_Leadership_Survey.pdf
Require objective measures of student growth to play a role in principal evaluation ratings.
There is a clear link between school leadership and school outcomes. Therefore, Arkansas should require principal evaluations to include objective measures of student growth. This will allow districts to more accurately identify effective principals, who are more adept at attracting and retaining effective teachers.
Ensure that principals receiving less-than-effective ratings are placed on a professional improvement plan.
Arkansas should adopt a policy requiring principals who receive even one less-than-effective evaluation rating to be placed on structured improvement plans. These plans should identify noted deficiencies, define specific action steps necessary to address these deficiencies, and describe how and when progress will be measured.
Arkansas recognized the factual accuracy of this analysis.
7G: Principal Effectiveness
Research demonstrates that there is a clear link between school leadership and school outcomes. Principals foster school improvement by shaping school goals, policies and practices, and social and organizational structures. Principals vary significantly in their effectiveness, and research suggests that high-quality principals positively affect student achievement, in-school discipline, parents' perceptions of schools, and school climates. Further, principals affect teacher retention and recruitment; effective principals are more adept at retaining effective teachers and removing ineffective teachers. The time principals spend on organizational management, instructional programming, and teacher evaluation is critically important for positive effects on teachers and students. Because principals are an essential component of creating successful schools, their effectiveness should be regularly evaluated by trained evaluators on systems that include objective measures. Such systems will help to ensure that all principals receive the feedback and support necessary to improve their practice and, ultimately, student and school outcomes.